The Effect of the eighth graders' collaborative writing on their descriptive writing

Monika, Regia (2017) The Effect of the eighth graders' collaborative writing on their descriptive writing. Undergraduate thesis, Widya Mandala Catholic University Surabaya.

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Abstract

Writing is one of the four basic skills that is taught in English. Writing is very important because it improves our communication skills, creative thinking and creativity. Writing in a group is a very effective tool to generate ideas and for getting a job done. In writing, students usually have a difficult time in creating ideas. Collaborative writing technique helps students develop their writing skills. In this study, the writer used a quasi-experimental method with two groups pre-test and post-test design. The subjects of this study were the eight grade students of a Catholic Junior High School in Surabaya. The writer took three classes as the try out class, experimental group and control group. The experimental group was taught by collaborative writing while the control group was taught by individual writing. The treatments were given eight times for eighty minutes each on both classes; experimental and control groups. The teacher used writing test in pre-test and post-test. The means were analyzed using paired t-test formula. Based on the result of the analysis, the score test on class 8A increased by 1.05 while class 8E increased just by 0.04. It can be concluded that the students taught using the collaborative writing technique performed better than the ones taught using the individual writing technique. The calculation of paired t-test in collaborative writing class showed that the significant p-value is 0.003 < 0.05. It is concluded that there was a significant difference in the collaborative writing technique. Meanwhile, in individual writing class, significant p-value is 0,766 > 0.05. It is concluded that there was no significant diference in the individual writing class. In variance test, p-value score is 0.853 > 0.05. It is concluded that the variance from both classes did not have a significant difference. The data were included in equal variance. Based on the calculation of paired t-test, the writer finds the significant value was 0.001< 0.05. The result of the calculation of the students’ writing test in both experimental and control group showed that collaborative writing yields a significant effect. Collaborative writing has been proven that it can improve students’ scores and helped students in doing writing. Collaborative writing is effective technique to be used in teaching writing.

Item Type: Thesis (Undergraduate)
Subjects: English Education
Divisions: Faculty of Teacher Training and Education > English Education Study Program
Depositing User: Regia Monika
Date Deposited: 28 Jul 2017 02:53
Last Modified: 24 Oct 2017 07:11
URI: http://repository.wima.ac.id/id/eprint/11523

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